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An attempt to show how schools should be organized, administered, and financed in accordance with modern educational philosophies.

Thesis (MEd)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The South African education system, like any other organisation is constantly in the process of change. Critical issues that gave rise to the transformation of the education system in South Africa will be identified in this study. The education crisis is briefly discussed with reference to the educational, social and political demands. A synopsis of the reports, recommendations and outcomes is given. The conclusion drawn from all these reports was that there was a need for a new democratic education system. The establishment of a single, unified democratic education system was therefore the ideal that was striven for. A framework of the new democratic system with special reference to the historical developments prior to 1994 until the integrated system that officially came into power with the 1996 Schools Act is broadly discussed. Matters referred to include, the political struggle and the education crises that gave rise to restructuring, the establishment of a new system as well as the problems surrounding governance and management in the new system. Various governance and management models relevant to transformation and democracy are examined. The conclusion reached is that a real partnership that builds on mutual trust and respect is the desired relationship to promote democracy. Consequently a variety of governing and management partnerships are described and their implications for education identified. Educational governance and management are complex issues and the decentralisation of political balance at national and local level is placed under a magnifying glass. The steps taken to reinforce and re-establish this educational partnership are also evaluated. Focus is placed on the activities especially of the governing bodies of individual schools and how the democratic process is interpreted and the principles applied by the role players. The impact of a governing body as a "juristic person" on the existence of their individual schools is assessed. The different standards, values and attitudes reflected through governance in the education process are indicated. In the light of the problems with integration in the educational process and interpretation of certain laws a concept analysis has been done and various shortcomings, successes, and future trends pinpointed. In conclusion, certain recommendations are made for successful governance and management during the restructuring process. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstelsel, soos enige ander organisasie, is gedurig in 'n proses van verandering. In hierdie studie word die kritiese kwessies wat aanleiding gegee het tot die transformasie van die onderwysstelsel in Suid- Afrika geïdentifiseer. Die krisisse wat in die onderwys ontstaan is kortliks beskryf na aanleiding van onderwyskundige, sosiale en politieke eise. 'n Oorsig is oor verslae, aanbevelings en uitkomste gegee. Uit die gevolgtrekking gemaak uit alle verslae was dat daar 'n behoefte aan 'n nuwe demokratiese onderwysstelsel bestaan het. Die stigting van 'n enkele, verenigde demokratiese onderwysstelsel is dus die ideaal wat nagestreef word. 'n Raamwerk van die nuwe demokratiese stelsel word breedvoerig bespreek met spesiale verwysing na die historiese aanloop voor 1994 tot die geïntegreerde stelsel wat amptelik in werking getree het met die 1996 Skolewet. Daar is onder andere verwys na die politieke stryd en die onderwyskrisisse wat aanleiding gegee het tot die herstrukturering, die stigting van die nuwe stelsel asook die problematiek rondom beheer en bestuur in hierdie nuwe stelsel. Enkele bestuurs- en beheermodelle wat relevant is vir transformasie en demokrasie is ondersoek. Daar is tot die gevolgtrekking gekom dat 'n werklike vennootskap gebou op wedersydse vertroue en respek die gewenste verhouding is om demokrasie te bevorder. Gevolglik is etlike bestuurs- en beheervennootskappe beskryf en enkele implikasies daarvan vir onderwys uitgespel. Onderwysbeheer en bestuur is komplekse aangeleenthede en die desentralisasie van politieke balans op nasionale en plaaslike vlak word ook onder 'n vergrootglas geplaas. Watter stappe gedoen word om hierdie balans te verstewig en te herbevestig in die onderwysvennootskap is ook gëevalueer. Fokus is geplaas op die werksaamhede van veral die beheerliggaam van individuele skole en hoe die demokratiese proses geïnterpreteer en die beginsels toegepas word deur die betrokke partye. Die impak wat beheerliggame as "regspersoon" op die voortbestaan van die individuele skole het, word geassesseer. Daar word op verskillende waardes, standaarde en houdings soos gereflekteer deur beheerstrukture in die onderwysstelsel, gewys. 'n Konsep-analise is gedoen in die lig van die problematiek met integrerasie in die onderwysstelsel en interpretasie van wette en enkele tekortkominge, suksesse en toekomstige ontwikkelings uitgelig. Ten slotte is aanbevelings gemaak vir die suksesvolle beheer en bestuur van die onderwys tydens die herstruktureringsproses.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

高等教育全球化与大众化的发展增强了提升高等教育质量的诉求。国家之间的竞争及新公共管理改革促发了国家政府越来越多以灵活的高等教育质量政策干预大学活动。在中国内地，运行中的本科教学质量工程政策指示了中国大学与国家关系在当下的特征。学界近年来对高等教育质量政策研究的关注也聚焦于借由具有实操性的公共政策研究理论探索高等教育质量政策工具调整及大学与国家在微观政策层面的实然关系变化。 / 本文以基于情境互动考虑的政策演绎理论为视角，追问演绎中的高等教育质量工程政策如何体现中国大学与国家的关系。在质量工程政策的实证案例研究中，通过访谈大学中实际操作政策的老师，参与观察他们的政策实践，分析相关政策文本，具体地回应大学中的政策行动者如何解读新政策的情境特征并将政策再情境化，大学中的个体政策行动者如何理解和实践自己在新政策过程中的角色，处于特定情境中的政策演绎如何形成具有群体特征的政策理解路径与实践行为轨迹，又指示了怎样的大学与国家关系。 / 研究发现，质量工程政策执行过程中，大学老师感受到来自政策的多元刺激，他们对新政策的关注及意义赋予最终通过质量工程项目的形式固定下来，也将本科教学领域的大学与国家关系实体化了。政策执行过程具体由担纲不同角色的政策行动者演绎出来，而不同的政策角色分层次于微观政策层面进行着建立大学与国家关系的工作。在这次由国家政策发起的教学改革中，形成了学术性和行政性两种典型的群体性政策互动，分别强调了大学与国家关系在教学与教学管理两个方面的特征。 / 本研究的研究意义在于，以具有启发性的概念工具划分出具有建设性的政策过程分析单元，增强了对复杂政策过程的解释力，更挖掘出鲜活运行中的大学国家关系深层结构。研究发现有助于更好地理解质量工程政策执行及中国高等教育质量政策的发展态势，为解决时下政策问题及拓展相关政策研究提供了启发性概念及数据。 / The state has increased focus on improving the quality of higher education through external intervention in terms of higher education quality policy under the national and global competition in higher education and new public management reform. In Chinese mainland, the characteristics of ongoing Quality Project Policy of higher education are indicating the changing relations between the State and the Chinese university. The research is a qualitative case study of Quality Project Policy in the theoretical perspective of policy enactment, exploring the micro-level university-state relations in mainland China. In the study, the first-hand policy response of the university teacher has been collected to analyze how the teacher interpret the new policy instrument, what kind of role they enact in the policy process, and how their interactions indicate the feature of Chinese university-state relations. / It finds that during the enactment of Quality Project Policy, (1) the university teacher recognized the mixed stimulus of policy instruments, and the Quality Project Programmes had solidified the teacher’s policy concern and meaning-making in this national undergraduate teaching reform; (2) the university teacher enacted different policy roles and contributed differently to build micro-level university-state relations; (3) there were two typical patterns of interaction among multiply policy roles - academic one and administrative one, and these two patterns of policy interaction emphasized two different aspects of Chinese university-state relations in the field of undergraduate teaching and learning - teaching quality and administration quality of teaching. / The study facilities in building a better understanding of ongoing Quality Project Policy of Chinese higher education through a heuristic conceptual framework, and contributes to explore the deep structure of Chinese university-state relations. The empirical data and analytical ideas of policy enactment shall enrich the discussion on higher education quality policy and the role of state in higher education quality reform. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 孟瀏今. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 214-237). / Abstracts also in English. / Meng Liujin.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 211-218). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 87-91). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 109-114). Also available in print.